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Art History & Appreciation of Art

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									        Amanda Milne               Art History Scheme of work – The Renaissance                    09/01/2012

        Scheme Plan Graphic Design

        Pro forma Scheme Plan 1


Title of scheme: History of Art – Renaissance Period 1400 - 1600               Year:      4th

                                                                               Number of pupils:    21

                                                                               Number of Lessons: 8 single

                                                                               Total time: 5.20 hrs

                                                                               Start date: 09/01/2012

                                                                               Finish date: 02/02/2012




Aims:

        To gain an understanding of the Renaissance “re-birth” and what the world was like before it, culturally,
         politically, economically and how it changed and evolved
        Appreciate the world of the Renaissance artist (developments in engineering, architecture, education,
         philosophy, artistic techniques and materials)
        Gain an appreciation of the changes and developments in the arts
        Understand and appreciate the importance of linear perspective
        Be able to critique & analyse artists work in context
        Acquire the language necessary to describe, discuss , analyse, compare and appreciate art works
        To apply their knowledge of visual theory in a written format
        To create a visual time line of an aspect of the Renaissance e.g. architecture, Leonardo de Vinci through a
         visual format
        To develop an appreciation of the visual elements and design principals in Renaissance Art
        To encourage independent learning
        To understand the philosophical changes during the Renaissance
      Amanda Milne                 Art History Scheme of work – The Renaissance                  09/01/2012

Over all learning Outcomes for the Scheme:

    Understand and have a good working knowledge of the back ground to the Renaissance

    Technical knowledge of materials used in the Renaissance and the ability to identify their characteristics

    Understand the chronology of the Renaissance and the difference between early and high Renaissance

    Knowledge gained in visual literacy, art theories, context, content,

    Knowledge of materials used

    Knowledge of an artist’s life in the Renaissance (patronage)

    Ability to analyse and critique works of art

    Ability to research and produce a sequential time line in a visual format



Investigating:
Techniques & materials used in the Renaissance (making egg tempera), comparing egg tempera to oil paint.




Problem solving issues:
Making a visual chronological time line on an aspect of the Renaissance, the students will be encouraged to research
their chosen area and use the resources available (The Renaissance News Letter work sheet).
      Amanda Milne               Art History Scheme of work – The Renaissance                  09/01/2012




Questions associated with art appreciation: see lesson plans



Exploring:
The time line poses problems that will need to be solved in a visual manner. This will encourage independent
learning, active learning, and group participation in sharing resources and working as part of a team.

Example of a visual time line
      Amanda Milne                Art History Scheme of work – The Renaissance                  09/01/2012




Creating a personal time line of the renaissance
Exploring the renaissance, discovering information about a chosen subject
Self-discovery



Creating:

Making a booklet on the renaissance to include:
Work sheets & hand outs
Time line
Egg tempera & oil paint experiments
Essay
Independent research




Evaluating:
Evaluation will be based on:

•       Independent study and research – this will be evident in the time lines of the renaissance
•       Knowledge gained – evident in written essay at the end of the course
•       Students questions apt and appropriate to the subject matter
•       General knowledge of the renaissance
       Personal enquiry
       Quality of visual work
       Booklet completed
•       Ability to categorise objects in a logical format of their choice
•       Ability to work independently
•       Sprit of sharing, supporting , cooperation and encouragement towards other students
•       Show willing to listen, participate and engage to the best of their ability
•       Willingness to learn new skills and techniques
•       Takes part in class discussions
      Amanda Milne               Art History Scheme of work – The Renaissance                     09/01/2012
•      Open to suggestions and new ideas
•      To work as part of a team, sharing tools, objects, ideas and techniques




Option for extension of Scheme:
    Further in-depth study of the Renaissance
    Project based on a renaissance artist – Learn about his work in other fields e.g. mathematics, geometry,
        science, engineering
    Combining the renaissance with a practical project like bricolage where the two areas of work are similar
        (bricolage project about discovery and exploration, new ideas, re-birth – using found objects and creating
        something new). I have chosen this area of art history to fit in with the bricolage project I am doing with 4
        years.
    Making inventions that were invented in the renaissance
    Mathematics, science and art - looking at connections, making connections
    How the renaissance has affected our lives today through art & science
    Perspective project – looking at the world with and without perspective
    Visit to Florence, the Louvre , British museum to see renaissance art in the “flesh”

ICT:
Projector
PC / Laptop & internet for research purposes
Printing
Digital camera for recording and evidence of work


Key words / phrases:

Renaissance
Context
Compare
Describe
The Middle Ages
Inventions of the renaissance
Political events
Time line
Calculate the number of segments
Decades
Centuries
Terrestrial globe
Early renaissance
High renaissance
The Pazzi chapel, Florence
Basilica of saint Mary of flowers
       Amanda Milne                Art History Scheme of work – The Renaissance                     09/01/2012

Teaching/ Learning Strategies:
• Students create a personal time line of the renaissance – to foster independent learning
• News letter “Renaissance News” to encourage literacy, develop personal enquiry and motivate further research
• Group work to encourage students to discuss the renaissance and personal knowledge
• Visual and written work sheets to ensure different learning styles are accommodated
• Practical application – making egg tempera and learning about pigments – reinforce learning (active learning)
 Demonstrations – supporting visual and aural learning

Materials:
Eggs x 21
Pigment
Paper - multi-coloured
Card – white
Pencils
Pens
Felt pens


Safety Precautions:
School bags to be placed under desks
No obstructions in the walk ways
Aprons / old shirts to be worn when mixing egg tempera
No running in the classroom


Differentiation:
•    Break task down into small teaching steps.
•    Use oral and visual demonstrations where appropriate
•    Short Term goals – for some students more easily attainable goals within the lesson will help ensure progress
•    Presentation – depending on learning styles- explicit teaching, video, visual aids, aurally, discussions,
•    investigations, demonstrations
•    Instructions – clarifying, shortening, repeating-peers repeat or clarify to partners.
•    Demonstration and modelling – additional demonstrations- step by step approach. Teach key points in small
     groups.
•    Questioning – asking questions- open ended
•    Activities – wide range of activities planned around a certain theme, individual assignments and group or
     paired work.
•    Seating –use group or specific partners to encourage responsible behaviour appropriate to the lesson
•    Task analysis- breakdown- step by step instruction
•    Peer assistance group work – to support students who have missed lesson or who are falling behind
•    Use Personal Interests- if students have particular interests in the arts (music, dance, drama, or visual arts I will
     encourage them to focus on this area for their flyer if appropriate.
•    Inclusion with peers – I will promote meaningful inclusion between all students in the class but will make
     particular effort to include students with specific leaning differences to be included in group discussions, group
     work and question and answer sessions.
•    Provide options for students - can use pre cut font stencils or cut out font from magazines or news papers
•    Provide extracurricular work for students who move through the project quickly

Timeline / Sequence of Lessons:

Lesson 1
     Explain the study areas for the next four weeks in art appreciation
     Discuss their knowledge of the renaissance, find out what the students know, what they have covered in
       other lessons e.g. history, science
     Presentation on the Renaissance to include music
       Amanda Milne                Art History Scheme of work – The Renaissance                 09/01/2012
       Work sheet on creating a visual time line
       Divide class into groups to brain storm and discuss ideas on time lines
       Students to read through the renaissance newsletter and come up with ideas for next lesson
       Encourage students to research the renaissance and choose a time line of interest (it could be inventions)

Lesson 2
     Recap on renaissance presentation
     Continue to work on visual time lines
Lesson 3
     Compare the early renaissance with the high renaissance in architecture, painting and sculpture
Lesson 4
     Continue to compare early with high renaissance
Lesson 5
     Being an artist in the renaissance
     Making egg tempera
Lesson 6
     What was it like to be an artist and looking at the artist’s studio
     Comparing oil paint to egg tempera
Lesson 7
     Being an art historian analysing and critiquing renaissance art
     Choosing an artist from the renaissance and writing an A4 page to include illustrations and the reason why
       you choose them
Lesson 8
     What are the differences between artists of the renaissance and artists today

Assessment Rubric:

See attached

								
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